Keiner, L. E., & Gilman, C. S. (2015). Implementation of Interactive Engagement Teaching Methods in a Physical Oceanography Course. Journal Of College Science Teaching, 45(2), 70-77. In this article an approach of using two different teaching styles is implemented. This is an example of integrating different methods to produce a wider variety of possible success among students.This study was designed to provide conclusions after implementing specific and new approaches. The study was done among an oceanography course in which two teaching methods were implemented and used, both methods being ones that had shown to be somewhat successful in other courses. These methods were the use of interactive engagement lectures and the use of the Student-Centered Activities. These two methods provide different levels of faculty and student engagement. The results of this study show that both methods have positive effects.
This article is an example of incorporating all different aspects of learning and teaching into a classroom. This approach more than often is seen having positive outcomes due to the fact that it is centered around a desire to have students truly learn and finish with higher success rates. One teaching approach can work for some students, while another approach might work better for the other students, so, who not incorporate both methods so that everybody wins.The article touched upon the incorporation of student engagement, interactive learning, student-centered learning and different teaching methods. This article consisted of many references and had acknowledgments along with many sited information, stats, and graphs, making it an overall valid and appropriate source to use.
Wink, D. .., Ellefson, J., Nishimura, M., Perry, D., Wenzel, S., & Jeong-Hye Hwang, C. (2008). Fostering Preservice Teacher Identity in Science through a Student-Selected Project. Feminist Teacher, 19(1), 31.
This article is a more student centered approach, however it does incorporate an implication of incorporating different methods to teaching styles. This articles focus is on the student and the importance of learning what is best for oneself. Different teaching styles, different interests or talents all go into play with a students success rate. When it comes to general education classes in college it is often difficult for students to keep focused on these courses because they are not centered around their major.
An example of how this article supports incorporating different methods would be the approach that was made by teachers teaching a course on Feminist Epistemology and Pedagogy. Different ideas about the teaching of science were implemented, including alignment with standard based education of future teachers, inquiry teaching, and writing-to-learn. The program was created so that the outcome would be that the students develop their own personal sense to the learned material while also simply understanding the principle of feminist pedagogy and epistemology. One conclusion was that the class was done best by those who identified with the subject matter. This is a variable that is not solved. The article included many sources but was less informative then the first article i read.
2015, November 17). Speakers pledge to bring innovations in traditional teaching style. Frontier Star (Pakistan). Speakers at the annual conference of Society of Pakistan English Language Teachers pledged to bring innovations in traditional teaching style and techniques for achieving excellence in English learning. The way in which to bring this outcome is done by change and reforms.
An example from this conference would be what Dr. Shahid Siddiqui said. Some aspects that he talks about include the fact that living traditions and teaching techniques should go together, while also promoting knowledge, skill and proper behavior. He also touched upon the need for the incorporation of new ideas and methods among teachers and their teaching styles. He then goes on to say that along with the new, teachers should also seek to implement ideas from century old traditions. This idea of the new with the old is expressing the integration of different methods. The use of both together ensures best possible results in the field of education.
LEWIS, E. B., BAKER, D. R. and HELDING, B. A. (2015), Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model. Sci. Ed., 99: 896–931. doi: 10.1002/sce.21170
This article also discusses teaching styles and the impact they have over the students overall success rate.This report outlines a 2 year investigation into how secondary science teachers used professional development to build scientific classroom discourse communities (SCDCs).
There were strategies: that required teachers to change their own communication, classroom management, and direct instruction. strategies that provided opportunities for greater oral and written discourse to facilitate students’ meaning making of science; and strategies that encouraged students to learn independently and understand their control over their learning ( also incorporating teachers’ use of formative assessment in response to students variety of different needs). the outcomes of these methods were overall positive however the teachers claimed that students prior knowledge of science, diverse language ability ( reading, writing and speaking) and discourse abilities as barriers to implementing the SCDC.
Zhang, Lf ; Huang, J ; Zhang, L Personality And Individual Differences, 2005, v. 39 n. 7, p. 1319-1331 [Peer Reviewed Journal]
In this article a study is done that puts the students as the subject. Students are asked and tested on their preferred teaching styles for their personal learning. American students along with students from Hong Kong were both tested, and the results concluded that the students from different countries were not all that different in their preferences. These findings expressed how students preferred teaching styles were dependent upon specific characteristics, and that they were more than often predictable. This proves that teaching styles should be dependent upon learning styles, and that there are a variety of learning styles, so therefore there should be a variety of teaching styles. Teaching styles should be integrated together in order to reach the needs of a wider range of students, rather than just some.
In this article an approach of using two different teaching styles is implemented. This is an example of integrating different methods to produce a wider variety of possible success among students.This study was designed to provide conclusions after implementing specific and new approaches. The study was done among an oceanography course in which two teaching methods were implemented and used, both methods being ones that had shown to be somewhat successful in other courses. These methods were the use of
interactive engagement lectures and the use of the Student-Centered Activities.
These two methods provide different levels of faculty and student engagement. The results
of this study show that both methods have positive effects.
This article is an example of incorporating all different aspects of learning and teaching into a classroom. This approach more than often is seen having positive outcomes due to the fact that it is centered around a desire to have students truly learn and finish with higher success rates. One teaching approach can work for some students, while another approach might work better for the other students, so, who not incorporate both methods so that everybody wins.The article touched upon the incorporation of student engagement, interactive learning, student-centered learning and different teaching methods. This article consisted of many references and had acknowledgments along with many sited information, stats, and graphs, making it an overall valid and appropriate source to use.
Wink, D. .., Ellefson, J., Nishimura, M., Perry, D., Wenzel, S., & Jeong-Hye Hwang, C. (2008). Fostering Preservice Teacher Identity in Science through a Student-Selected Project. Feminist Teacher, 19(1), 31.
This article is a more student centered approach, however it does incorporate an implication of incorporating different methods to teaching styles. This articles focus is on the student and the importance of learning what is best for oneself. Different teaching styles, different interests or talents all go into play with a students success rate. When it comes to general education classes in college it is often difficult for students to keep focused on these courses because they are not centered around their major.
An example of how this article supports incorporating different methods would be the approach that was made by teachers teaching a course on Feminist Epistemology and Pedagogy. Different ideas about the teaching of science were implemented,
including alignment with standard based education of future teachers, inquiry teaching, and writing-to-learn. The program was created so that the outcome would be that the students develop their own personal sense to the learned material while also simply understanding the principle of feminist pedagogy and epistemology. One conclusion was that the class was done best by those who identified with the subject matter. This is a variable that is not solved.
The article included many sources but was less informative then the first article i read.
2015, November 17). Speakers pledge to bring innovations in traditional teaching style. Frontier Star (Pakistan).
Speakers at the annual conference of Society of Pakistan English Language Teachers pledged to bring innovations in traditional teaching style and techniques for achieving excellence in English learning. The way in which to bring this outcome is done by change and reforms.
An example from this conference would be what Dr. Shahid Siddiqui said. Some aspects that he talks about include the fact that living traditions and teaching techniques should go together, while also promoting knowledge, skill and proper behavior. He also touched upon the need for the incorporation of new ideas and methods among teachers and their teaching styles. He then goes on to say that along with the new, teachers should also seek to implement ideas from century old traditions. This idea of the new with the old is expressing the integration of different methods. The use of both together ensures best possible results in the field of education.
LEWIS, E. B., BAKER, D. R. and HELDING, B. A. (2015), Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model. Sci. Ed., 99: 896–931. doi: 10.1002/sce.21170
This article also discusses teaching styles and the impact they have over the students overall success rate.This report outlines a 2 year investigation into how secondary science teachers used professional development to build scientific classroom discourse communities (SCDCs).
There were strategies: that required teachers to change their own communication, classroom management, and direct instruction. strategies that provided opportunities for greater oral and written discourse to facilitate students’ meaning making of science; and strategies that encouraged students to learn independently and understand their control over their learning ( also incorporating teachers’ use of formative assessment in response to students variety of different needs). the outcomes of these methods were overall positive however the teachers claimed that students prior knowledge of science, diverse language ability ( reading, writing and speaking) and discourse abilities as barriers to implementing the SCDC.
Zhang, Lf ; Huang, J ; Zhang, L
Personality And Individual Differences, 2005, v. 39 n. 7, p. 1319-1331 [Peer Reviewed Journal]
In this article a study is done that puts the students as the subject. Students are asked and tested on their preferred teaching styles for their personal learning. American students along with students from Hong Kong were both tested, and the results concluded that the students from different countries were not all that different in their preferences. These findings expressed how students preferred teaching styles were dependent upon specific characteristics, and that they were more than often predictable. This proves that teaching styles should be dependent upon learning styles, and that there are a variety of learning styles, so therefore there should be a variety of teaching styles. Teaching styles should be integrated together in order to reach the needs of a wider range of students, rather than just some.